Renée S. Cole

Reasoning Using Particulate Nature of Matter: An Example of a Sociochemical Norm in a University-Level Physical Chemistry Class.

In college level chemistry courses, reasoning using molecular and particulate descriptions of matter becomes central to understanding physical and chemical properties. In this study, we used a qualitative approach to analyzing classroom discourse derived from Toulmins model of argumentation in order to describe the ways in which students develop particulate-level justifications for claims about thermodynamic properties. Our analysis extends the construct of sociomathematical norms to a chemistry context in order to describe disciplinary criteria for reasoning and justification, which we refer to as sociochemical norms. By examining how whole class and small group discussions shape norms related to reasoning, we provide suggestions for teaching practices in inquiry-oriented settings.

Anatomy of STEM teaching in North American universities

Lecture is prominent, but practices vary A large body of evidence demonstrates that strategies that promote student interactions and cognitively engage students with content (1) lead to gains in learning and attitudinal outcomes for students in science, technology, engineering, and mathematics (STEM) courses (1, 2). Many educational and governmental bodies have called for and supported adoption of these student-centered strategies throughout the undergraduate STEM curriculum. But to the extent that we have pictures of the STEM undergraduate instructional landscape, it has mostly been provided through self-report surveys of faculty members, within a particular STEM discipline [e.g., (3–6)]. Such surveys are prone to reliability threats and can underestimate the complexity of classroom environments, and few are implemented nationally to provide valid and reliable data (7). Reflecting the limited state of these data, a report from the U.S. National Academies of Sciences, Engineering, and Medicine called for improved data collection to understand the use of evidence-based instructional practices (8). We report here a major step toward a characterization of STEM teaching practices in North American universities based on classroom observations from over 2000 classes taught by more than 500 STEM faculty members across 25 institutions.

Spectroscopic characterization of pure and cation-stabilized sodium phosphate

A systematic study was conducted of pure Na3PO4 and solid solutions of Na3PO4 doped with Mg2+ and Zn2+. Na3PO4 has two solid phases: a low-temperature tetragonal phase and a high-temperature cubic phase. A factor group analysis of the two phases yielded the expected number of modes and their symmetry-based assignments. A temperature-dependent Raman spectroscopic study was then performed for the pure compound. Analysis of the doped Na3PO4 has also provided another description of the local structural distortions present in the cubic structure.

Characterization of the sodium sulfate–sodium phosphate system

Abstract The stabilization of γ-Na3PO4 by Na2SO4 occurs over a wide range of solid solution compositions extending from 20% to more than 60% Na2SO4. The Na3PO4–Na2SO4 system undergoes complex structural changes that cannot be completely characterized using a single technique. The different compositions were characterized using Raman and infrared spectroscopy, differential scanning calorimetry and powder X-ray diffraction. Vibrational spectroscopy provides a richer description of the structural changes, particularly local structural changes, occurring as the composition changes.

Successful propagation of educational innovations: Viewpoints from principal investigators and program

We are beginning a project to help developers of educational innovations promote adoption of their work at other institutions through deliberate propagation strategies. To gain a better understanding of the current situation with regard to the spread of educational innovations, we analyzed a web-based survey of 1284 Principal Investigators (PIs) in the NSF Transforming Undergraduate Education in STEM (TUES) program and held focus groups with NSF TUES program directors (PDs). Overall, PIs tend to think of spreading their innovations through one-way transmission methods, such as publishing a paper. On the other hand, PDs think that interactive methods, such as multi-day workshops, are more effective. We conclude by advocating the need for increased explicit attention on planning and enacting propagation strategies by both PIs and PDs.

From Dissemination to Propagation: A New Paradigm for Education Developers

• Scholarly studies and national reports document failure of current efforts to achieve broad, sustained adoption of research-based instructional practices, despite compelling bodies of evidence supporting efficacy of many of these practices. • A dissemination paradigm characterizes patterns of these current, failing efforts. Change agents, working within the dissemination paradigm, try to convince adopters that their innovations can help their students. • Alternatively, change agents, working within the propagation paradigm, engage with adopters early and often to understand their instructional systems and interactively develop a strong product adaptable to specific contexts. Jeffrey E. Froyd is a Research Professor at Texas A&M University. His research interests include sustained adoption of improvements in learning and teaching, systematic reviews in engineering education, evaluation of faculty campus climates, and assessment of complex learning outcomes.